🤖 AI Summary
This study addresses the dual challenges of algorithmic erosion of civic autonomy and widespread deficits in digital literacy, focusing on the epistemic crisis precipitated by computational technologies and their transformative impact on social normative structures.
Method: Drawing on interdisciplinary approaches—philosophical critique, infrastructure studies, sociology of knowledge, and computational phenomenology—the project systematically integrates computational thinking into humanities and social science traditions for the first time.
Contribution/Results: It introduces the original theoretical framework of “algorithmic heteronomy,” elucidating the internal logic and material mediation of algorithmic power. The project advances a paradigm shift in critical digital literacy education, advocating pedagogical engagement with technologies from within their constitutive mechanisms. It provides both a structural analytical toolkit and concrete teaching frameworks to reconfigure digital subjectivity, algorithmic ethics, and technological democratization in the humanities and social sciences.
📝 Abstract
If critical approaches are to remain relevant in a computational age, then philosophy must work to critique and understand how the materiality of the modern world is normatively structured using computation and the attendant imaginaries made possible for the reproduction and transformation of society, economy, culture and consciousness. This call is something we need to respond to in relation to the contemporary reliance on computational forms of knowledge and practices and the co-constitution of new computational subjectivities. This chapter argues that to comprehend the digital we must, therefore, know it from the inside, we must know its formative processes. We must materialize the digital and ask about the specific mediations that are made possible in and through computation, and the infrastructural systems which are built from it. This calls for computation and computational thinking to be part of the critical traditions of the arts and humanities, the social sciences and the university as a whole, requiring new pedagogical models that are able to develop new critical faculties in relation to the digital.